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History at Work: A Public History Project
Michelle McClellan, historian at the University of Michigan, received an Arts of Citizenship engaged scholarship grant for developing and teaching a public history course and for scholarship deriving from her work on a public history project. In this two-part article, McClellan describes the proposed project that was awarded Arts of Citizenship funding, then reflects on the experience — how it will affect her future teaching and future historical scholarship.
Interview with Hank Liese: Associate Professor of Social Work
This interview summary provides reflections from Hank Liese on his tenure review process at the University of Utah. Serves as context and background to Liese’s “Personal Statement” (Liese, L.H., 2002), above. (Used with permission.) Stanton, T. (2009). Interview with Hank Liese, associate professor-social work, University of Utah. Inverness, CA. Full Text.
Making the Best Case for Community Engaged Scholarship in Promotion and Tenure Review
The Peer Review Work Group of the Community-Engaged Scholarship for Health Collaborative (Jordan, 2007) articulated eight characteristics of high quality engaged scholarship. Excerpts from these guidelines, particularly as they pertain to research, are highlighted in this brief essay. They may be useful both to community-engaged faculty to guide the documentation needed for their review, promotion, and tenure portfolio, and to RPT committees as a tool for assessing cases that emphasize community-engaged scholarship.Seifer, S. (2007). Making the best case for community-engaged scholarship in promotion and tenure review, Community-Campus Partnerships for Health, Full Text.
Engaged Scholarship in Context: Approaches and Issues
In this presentation and “Documenting and Evaluating Engaged Scholarship” (below), Sandmann offers practical guidelines for assessing community-engaged scholarship, “making the case,” and preparing portfolios. Sandmann, L. (2008). Engaged scholarship in context: Approaches and issues.
Documenting and Evaluating Engaged Scholarship
A PowerPoint presentation with guidelines for documenting and evaluating engaged scholarship. Sandmann, L. (2007). Documenting and evaluating engaged scholarship. Full Text.
Engaged Scholarship in Promotion and Merit Reviews
This Virginia Tech White Paper reviews the definitions, purposes, and indicators of community engagement and engaged scholarship and provides examples of how faculty can document their work for promotion, tenure, and merit reviews. Piercy, F., Stoudt, D., Asselin, S., & Tilley-Lubbs, K. (2011). White paper: Engaged scholarship in promotion and merit reviews. College of Liberal Arts and Human Sciences, Virginia Tech, 1-15.
Assessment of Impact of Embedding of Outreach and Engagement in the 2001 Revision of the Reappointment, Promotion, and Tenure Review Form
In 2001, MSU’s Office of University Outreach and Engagement (UOE) undertook a major revision of the Reappointment, Promotion, and Tenure Review Form to embed outreach and engagement as well as extension, urban, and international work into the form. Along with UOE, a faculty team, academic governance, and the Office of the Provost, a form was produced that better reflects MSU’s definition of outreach and engagement as scholarly activity that cuts across teaching, research, and service. The form suggests types of evidence candidates can report on, and chairs and deans review, within the teaching and research sections, as well as a…
Documenting Engagement: Faculty Perspectives on Self-Representation for Promotion and Tenure
Documentation of community-engaged scholarship is critical to aligning faculty work with most institutions’ promotion and tenure guidelines and meeting institutional goals. At a research university where the dossier for promotion and tenure needs to show clear evidence of contribution in an area of research, presenting and documenting work in the community in a way that reflects teaching, research, and service may represent a challenge. This article presents findings from an analysis of documents and artifacts representing how faculty present their work to their institutional and disciplinary colleagues. Four approaches to documentation are identified: as part of traditional faculty roles for…
Evaluation of a Photovoice Pilot Project for School Safety in South Africa
This field report summarizes a process of evaluation of a Photovoice pilot project, targeting school safety in a public high school in an economically disadvantaged urban community in Cape Town, South Africa. To measure the success of the project, several outcomes from Catalani and Minkler’s Photovoice impact model were used. The evaluation revealed that Photovoice can engage students to think critically about their environments, and can raise awareness of school safety issues among teachers, parents, and police officers; However, the extent to which the Photovoice project will lead to concrete long-term changes in the school remains unclear. Zuch, M., Mathews,…
VisualV: A participatory method for engaging adolescents in research and knowledge transfer
This paper describes the use of the Visual Voices, an arts-based participatory research method. Visual Voices involves systematic creative writing, drawing, and painting activities to yield culturally relevant information which is generated by, and examined with, adolescents. The case presented is from translational research conducted with urban middle school age youth, and is used to illustrate how Visual Voices is a particularly fitting method for translational research with younger adolescents. The authors also discuss how Visual Voices complements an Integrated Knowledge Transfer Model (IKT) for action-oriented research. Yonas, M. A., Burke, J. G. & Miller, E. (2013). VisualV: A participatory…
Community health needs assessment: A platform for promoting community-university partnerships and research to improve community health and wellbeing
Community health needs assessment (CHNA) is a form of community-engaged health research in which universities, local governments, and their communities partner to investigate the health and wellbeing needs and priorities of populations. This paper describes a CHNA conducted by the Tasmanian University Department of Rural Health, five Tasmanian communities, and their local governments and health services. It provides insight into how universities can be partners in inclusive community engaged research and collaboration through CHNA, and outlines the key processes and methods that inform this process. Woodroffe, J., Spencer, J., & Auckland, S. (2011). Community health needs assessment: A platform for…
Developing a Faculty Outreach Portfolio
Suggestions for developing an outreach portfolio for peer review committees to evaluate the quality of an individual’s outreach efforts, especially for promotion and tenure.http://impactmeasure.org/files/Backgrounder_Info_on_Impact_Study.pdf This brief paper provides background for an impact study of community-university research alliances and partnerships that address social/health issues. Researchers from five community-university partnerships joined together to develop a reliable and valid survey measure of the community impacts of research partnerships between universities and community agencies that address social or health issues. The focus was to be on mid-term impacts—the influence of partnerships on individuals, partner agencies, and target communities or systems. The aim of this project…
‘You learn from going through the process’: The perceptions of South African school leaders about action research
This article presents the qualitative assessment of an action research project that aimed to develop the capacity of school leaders in South Africa, which engaged ten schools and 24 school leaders. The assessment found that engagement with a systematic process of critical reflection and action facilitated epistemological and ontological shifts within participating school leaders, contributing to changed perceptions and leadership practices. Wood, L., & Govender, B. (2013). ‘You learn from going through the process’: The perceptions of South African school leaders about action research. Action Research, 11(2), 176-193. Full Text.
Developing a community-based research network for interdisciplinary science: The Alabama Entrepreneurial Research Network
This resource describes the Alabama Entrepreneurial Research Network (AERN), a program that equips entrepreneurs from rural low-income areas with resources and support to develop projects to improve their communities. Sustained for over 10 years and now working with 15 partners, AERN has developed into a research network for interdisciplinary work, providing community members with materials, training, counseling, and business research services through the University of Alabama. By describing the many benefits of AERN on the University of Alabama team, the entrepreneurs, and the community, this paper demonstrates how the AERN program exemplifies a sustainable university-community partnership. Watters, A.J., Haninen, P.,…
Practical Tools for Overcoming the Challenges of Advancing Your Career as an Engaged Scholar
The community-engaged scholar often experiences challenges to career advancement (Commission on Community-Engaged Scholarship in the Health Professions, 2005). Fortunately, a variety of resources and tools are emerging to assist in overcoming these hurdles. This article reviews the challenges, in terms of developing skills, securing recognition for community-engaged scholarly work, and particularly in successfully navigating the promotion and tenure (P and T) system. This review is followed by presentation of several resources for addressing these challenges. Jordan, C. (2009). Practical tools for overcoming the challenges of advancing your career as an engaged scholar, Original Toolkit Essay. Full Text.
The engaged university: International perspectives on civic engagement
This book is a detailed account of a global movement of higher education institutions to increase their civic engagement and social responsibility. Based on self-assessments by and authors’ visits to 20 universities (members of the Talloires Network) around the world, which are committed to directly tackling community problems, the book examines their engaged scholarship objectives, management and achievements. It provides an historical overview of each university’s founding mission, which is demonstrated as having almost invariably incorporated context-specific elements of social purpose, together with a survey of how these intentions have fared in the different systems of higher education in which…
Development of a Mechanism for the Peer Review and Dissemination of Innovative Products of Community-Engaged Scholarship
Community-engaged research, teaching, and service can result in the development of innovative products intended for application by diverse stakeholders that include practitioners, policymakers, nonprofit organizations, community members, and academics. Such products may take the form of manuals, policy briefs, curricula, slide presentations, video presentations and websites, for examples. Until recently there was no accepted mechanism in place to peer review these products, and their dissemination was often limited to the community with which the engaged work was conducted. As a result, these products may not “count” in the promotion and tenure process, and opportunities for community impact may be lost….
Community-based participatory research (CBPR) with indigenous communities: Producing respectful and reciprocal research
In this paper the authors present a CBPR approach they have used when conducting health research with Anishinabe communities in northern Ontario. Using this case as an example, the authors demonstrate how a collaborative approach to respectful and reciprocal research can be achieved, and discuss some of the challenges they faced in adopting that approach.Tobias, J. K., Richmond, C. A., & Luginaah, I. (2013). Community-based participatory research (CBPR) with indigenous communities: Producing respectful and reciprocal research. Journal of Empirical Research on Human Research Ethics, 8(2), 129-140. Full Text.
A funding initiative for community-based participatory research: Lessons from the Harvard Catalyst Seed Grants
In 2008 Harvard University was awarded a National Institutes of Health (NIH)-funded Clinical and Translational Science Award (CTSA). The Harvard CTSA project (also known as the Harvard Catalyst) and its Community Advisory Board (CERAB) developed a seed grant initiative to enhance community-academic research projects by providing funding directly to community partners, thus aiming to address power differentials. This article describes the goals and design of the initiative, the methods used to award seed grants, and provides a list of funded projects. Although 28 projects were successfully funded, the initiative experienced three main challenges: differences in the research readiness of communities,…
Resilience, conviviality, and the engaged studio
This article reports on the case of the Pittsburgh Studio, an initiative that matches students and resident stakeholders in researching local issues and identifying place-based solutions to catalyze resilience and conviviality in low-income neighborhoods. The authors trace the cooperation of the Pittsburgh Studio and the Penn State Center, describe the conceptual basis of the Pittsburgh Studio, and conclude by outlining emerging best practices for neighborhood-based engaged scholarship in the post-industrial inner city. Tamminga, K., & De Ciantis, D. (2012). Resilience, conviviality, and the engaged studio. Journal of Higher Education Outreach and Engagement, 16(3), 115-151. Full Text.